Education Recovery In Conflict-Affected Settings
- 1University of the Sunshine Coast, Sunshine Coast, Australia
Abstract
Education recovery literature is typically positioned in developing or conflict- or crisis-affected contexts and often involves rebuilding schools and reintroducing curriculum. However, to date, the phenomenon of education recovery has not been modelled or defined in literature. Without a clear understanding of the phenomenon, resource allocation and programmatic responses lack an evidence base. Therefore, a phenomenographic methodology was employed to investigate the lived experiences and perspectives of people who had experienced education disruptions caused by political violence or war during their childhood and adolescence that affected their schooling, university and/or vocational education. Semi-structured interviews (n = 30) and a pilot survey (n = 66) were used to collect data. Findings identified outcomes of disruptions including gaps and gains in knowledge and skills (e.g. literacy and critical thinking), and personal attributes (e.g. confidence), and supports and motivations for recovery (e.g. family). The need to triage and identify root causes of disruptions was salient in the findings. The vulnerability of young adults was evident, as they report the highest negative impacts on confidence, focus, and self-efficacy. Findings show that education recovery after disruption in conflict-affected settings is a journey that is future-focused and dependent upon support.
Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1007/s40653-026-00944-w.
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BibTeX
@article{willis2026education,
title = {{Education Recovery In Conflict-Affected Settings}},
author = {Alison Willis},
journal = {Journal of Child \& Adolescent Trauma},
year = {2026},
month = jul,
doi = {10.1007/s40653-026-00944-w},
url = {https://doi.org/10.1007/s40653-026-00944-w},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Education Recovery In Conflict-Affected Settings
AU - Alison Willis
PY - 2026
DA - 2026/07/14
JO - Journal of Child & Adolescent Trauma
DO - 10.1007/s40653-026-00944-w
UR - https://doi.org/10.1007/s40653-026-00944-w
AB - Education recovery literature is typically positioned in developing or conflict- or crisis-affected contexts and often involves rebuilding schools and reintroducing curriculum. However, to date, the phenomenon of education recovery has not been modelled or defined in literature. Without a clear understanding of the phenomenon, resource allocation and programmatic responses lack an evidence base. Therefore, a phenomenographic methodology was employed to investigate the lived experiences and perspectives of people who had experienced education disruptions caused by political violence or war during their childhood and adolescence that affected their schooling, university and/or vocational education. Semi-structured interviews (n = 30) and a pilot survey (n = 66) were used to collect data. Findings identified outcomes of disruptions including gaps and gains in knowledge and skills (e.g. literacy and critical thinking), and personal attributes (e.g. confidence), and supports and motivations for recovery (e.g. family). The need to triage and identify root causes of disruptions was salient in the findings. The vulnerability of young adults was evident, as they report the highest negative impacts on confidence, focus, and self-efficacy. Findings show that education recovery after disruption in conflict-affected settings is a journey that is future-focused and dependent upon support. Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1007/s40653-026-00944-w.
SN - 1936-1521
SN - 1936-153X
ER -